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Year 7 Weekly Reading Pieces 2017 - 2018

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Year Seven  Music

 

Beginning

Developing

Secure

Excellence

Winter Term

 

 

Find out the names of the four main types of voice used – two for female voices and two for male voices.

 

Check that you can spell this term’s key words correctly: Pitch, Melody, Chorus, Head-voice and Diaphragm. Ask someone at home to test you.

 

Find a recording of a song you already know and listen to it carefully to see if you can predict what is going to happen in the music next.

 

Find out the names of the four main types of voice used – two for female voices and two for male voices and then listen to a recording of someone singing a solo. As you listen identify the type of singer performing the music.

 

What is meant by pitch in music? Write a sentence that will help you to explain this in class.

 

Find a recording of a song you already know and sing along to it, thinking about the kind of voice you need to use as you go.

 

Listen to a recording of someone singing a solo. As you listen try to identify what kind of voice they use from the four that you have explored in class. Do they use more than one type of voice?

 

Choose three terms from the list below and find out what they mean. Write a sort sentence about each one: Pitch, Melody, Chorus, Head-voice and Diaphragm.

 

Find a recording of a song from “Sweeny Todd” and sing along to it to help you learn the notes and lyrics.

Design a poster that illustrates to a young singer how the voice works. Include the following terms in your work: Vocal folds, larynx, lungs and diaphragm.

 

Research the meaning of the following key terms and write a short description for each that could be used to explain them to another student: Pitch, Melody, Chorus, Head-voice and Diaphragm.

 

Join the cast for this year’s whole school musical (Sweeney Todd), attend rehearsals and sing in the evening performances.

Spring Term

 

 

Listen to 3 pieces of music from the list given at the start of the term and comment on the texture, tempo, instruments and dynamics used.

 

Keep a diary of what you have composed or performed in lesson using musical language.

Listen to 4 pieces of music from the list given at the start of the term and comment on the texture, tempo, instrumentation, dynamics and style used.

 

Keep a diary of what you have composed or performed in lesson using musical language suggesting things what went well.

Listen to 5 pieces of music from the list given at the start of the term and comment on the texture, tempo, instrumentation, dynamics and style used.

 

Keep a diary of what you have composed or performed in lesson using musical language suggesting things that went well and how you could have improved it.

Listen to 5 pieces of music from the list given at the start of the term and comment on the texture, tempo, instrumentation, dynamics, style used and where you think it may be performed.

Keep a diary of what you have composed or performed in lesson using musical language suggesting things that went well and how you could have improved it and using the music rooms in your own time to do this.

Summer Term

 

 

Draw a map of the world in your exercise book and research the music traditions for three countries.

 

Create a music project on either African, Indonesian, Caribbean or Chinese music including picture of instruments, information about the culture and how music is used in society.

Draw a map of the world in your exercise book and research the music traditions for three countries.

 

Create a music project on either African, Indonesian, Caribbean or Chinese music including picture of instruments, information about the culture and how music is used in society.  Include information on religion, the flag and climate.

Draw a map of the world in your exercise book and research the music traditions for three countries.

 

Create a music project on either African, Indonesian, Caribbean or Chinese music including picture of instruments, information about the culture and how music is used in society.  Include information on religion, the flag, climate and dance within the country.

Draw a map of the world in your exercise book and research the music traditions for three countries.

 

Create a music project on either African, Indonesian, Caribbean or Chinese music including picture of instruments, information about the culture and how music is used in society.  Include information on religion, a map, climate, dance and education within the country. 

 

Year Eight  Music

 

Beginning

Developing

Secure

Excellence

Winter Term

 

 

Find an image of a drum kit and label the different parts of the kit.

 

Describe the introduction and ending to your favourite song, using as many of the musical elements covered in term two as you can.

 

Listen to the Britpop song ‘Beetle Bum’ by Blur. Describe the differences you notice between the verse and chorus sections of the song.

Describe the definitions of the following song structure parts: verse, chorus, bridge, introduction, outro/ending.

 

Name each of the instruments used in the following Britpop bands: Blur, Oasis, Elastica & Pulp.

 

Choose a song then listen and describe how different parts of the kit are used in different sections of the song.

 

 

 

Listen to ‘Connection’ by Elastica. Comment on how the different instrument parts fit together.

 

Listen to a Britpop song and try to name the instruments and the order in which they come into the song.

 

Choose a song to listen to and try to analyse and write down its structure using the A, B or C method.

 

Create a colourful step by step guide for somebody who would want to read guitar tab music or piano sheet music.

 

Find a guitar tab or piano sheet music of a song that you know and try to teach yourself the song to play to the class.

 

Create a guide to using the guitar or keyboard, explaining what each part of the instrument can do.

Spring Term

 

 

Find a song which has had a cover and original version made. What are the biggest differences you notice between the two versions?

 

Create a poster which shows as many songs as you can find which have been covered (including the different artists who have performed versions of that song)

 

Think of a song that you would like to cover/remix and describe how and why you would like to change it.

 

 

 

 

 

 

Listen to a cover song and an original and name the different instruments that are used in each version.

 

Research into what is ‘sampling’ and ‘remixing’ a song.

 

What is a ‘hook’ in a song and how it can be used in a cover version of a song? Give some examples of songs with well-known hooks.

 

 

 

 

What is a copyright of a song and why is this important when another artist is covering a song?

 

What is an acoustic cover of a song? Describe some examples you have listened to online.

 

Write your own lyrics for a section of song that already exists.

 

 

 

 

 

 

 

Create a three or four chord progression and rhythm on the keyboard or guitar that forms the basis for an original song.

 

Create a variation on a melody from a well-known song.

 

Try to create a harmony or second piece for an existing instrument part.

 

 

Summer Term

 

 

Explain the following types of act with examples of artists: solo, duet, trio, quartet, quintet

 

Think of the different skills and strengths that you and your classmates have and design an idea for a possible simple band set up.

 

Find a video or score online for at least two songs that you could perform with others.

Practice a piece of music you are learning to a backing track or drum beat/metronome.

 

Create a guide on some different ways to memorise a musical part or lyrics.

 

Research ways in which performers control nervousness or shyness before a performance.

 

 

 

What does a band need to do in order to work together and make a rehearsal work well?

 

Create a basic rehearsal schedule for your band and keep a diary of how each practice went.

 

Create a leaflet describing what a battle of the bands judge will look for when picking a winner.

 

 

 

Search a school ‘Battle of the Band’ contest and review one of the performances given. You need to give the exact name of the YouTube video and the time in the video of the song.

 

Watch some examples of commercial bands playing. What methods do you notice the artists use to add expression to their musical performances?

 

Make a recording of your band performing and share it with friends, ask them for some useful comments and reflect on them.

 

 

 

Year Nine GCSE Music

 

Beginning

Developing

Secure

Excellence

Term 3

Go through your list of key words for the term and check that you understand the meanings you have been given for each one. Ask your teacher if there are any you do not understand.

 

Try creating three different triads so that you can use them more easily in class – one starting on a C, one starting on an F and the other starting on a G.

 

 

 

Find a piece of music that you can practice in class with the support of you music teacher. Bring a printed copy of the music to lesson either as guitar tab or traditional notation, with lyrics if needed.

Choose three words from the list below and find out what they mean. Write a sort sentence about each one: Dynamics, Accidental, triad, clef and key.

 

 

Learn to play the three primary triads (or chords) of C major, F major and G major on a keyboard or guitar.

 

 

 

 

Decide what you are going to sing or play for your solo performance this term and listen to a recording of it to help you learn it at home before performing it to your music teacher.

Find a list of key signatures on line for the major keys. Learn the key signatures (in terms of the numbers of sharps or flats) for any key that have up to and including 4 sharps or flats.

 

Find a piece of printed music with both the melody and chords written out. Then go through the music and circle any of the Primary Triads that you find. Ask your teacher to check through what you have done.

 

Practice your chosen solo performance piece up to 5 days in each week so that you can perform it with confidence and a degree of fluency.

Write out the key signature for each of the following major keys and then write out the scale that goes with them: F major, D major and E flat major.

 

 

Write your own “question and answer” melody (based on work you did last term) and use triads to create a harmony or backing for it.

 

 

 

 

Practice your chosen solo performance piece for at least 20 minutes every day and aim to perform it from memory if you can.

Term 4

Listen to examples of orchestral music on the radio or via a music streaming service. Identify the orchestral families you hear playing.

 

 

Using triads C, Dm, F, G and Am, experiment with different combinations of triads in groups of four

 

 

Rehearse you part of your group’s ensemble performance ready for use in class.

Listen to examples of orchestral music on the radio or via a music streaming service. Identify the names of as many instruments as you can hear playing and the families that they belong to.

 

Find a piece of music and go through, identifying any places where you think there is a cadence.

 

 

Rehearse you part of your group’s ensemble performance ready for use in class.

Listen to examples of orchestral music on the radio or via a music streaming service. Focus on one particular instrument and describe what it is playing.

 

 

Practice creating perfect and imperfect cadences using the triads of C, Dm, F, G and Am. Play these at the keyboard or guitar.

 

Rehearse you part of your group’s ensemble performance ready for use in class.

Listen to examples of orchestral music on the radio or via a music streaming service. Comment on the tonality of the music and identify the cadences used.

 

 

Using a melody written out in notation, identify the key it is in and then harmonise it using triads for that key.

 

 

Rehearse you part of your group’s ensemble performance ready for use in class.

Term 5

Check through your list of Key words and identify any that you are not sure of.

 

 

 

 

Compose a short musical idea that you could use in class to make a longer composition.

 

 

Find a piece of music that you can practice in class that is more difficult than the music you chose in Term 3. Bring a printed copy of the music to lesson either as guitar tab or traditional notation, with lyrics if needed.

Using your list of Key words find the meanings of five words you do not fully understand. Write down the meaning of these in your own words.

 

Write a short melody that you could use in class to develop into a more complex piece.

 

 

 

Decide what you are going to sing or play for your solo performance this term and listen to a recording of it to help you learn it at home before performing it to your music teacher. Make sure it is more difficult than the piece you chose in Term 3

Find a piece of music that has a clear structure. Write out the structure of the music saying which sections appear in which order.

 

 

Create two contrasting ideas that you could use in class to develop into a more complex piece.

 

 

Practice your chosen solo performance piece up to 5 days in each week so that you can perform it with confidence and a degree of fluency.

Analyse a piece of music that you have heard before, describing the structure of the piece and commenting on and cadences that you hear.

 

Write an original musical idea and find two ways of adapting it to create an interesting development of the original.

 

Practice your chosen solo performance piece for at least 20 minutes every day and aim to perform it from memory if you can.

 

Year Ten GCSE Music

 

Beginning

Developing

Secure

Excellence

Winter Term

 

 

Listen to the first four pieces in your listening diary and comment using key words about the texture, structure, instrumentation and time signature.

 

 

Rehearse one solo piece and one ensemble piece for performance maintaining a practice log.

Listen to the first four pieces in your listening diary and comment using key words on the texture, structure, instrumentation, time signature, tonality and dynamics.

 

 

Rehearse one solo piece and one ensemble piece for performance maintaining a practice log setting specific targets.

Listen to the first six pieces in your listening diary and comment using key words on the texture, structure, instrumentation, time signature, tonality, dynamics and melodic movement and shapes.

 

Rehearse one solo piece and one ensemble piece for performance maintaining a practice log setting specific targets which are SMART

Listen to the first six pieces in your listening diary and comment using key words on the texture, structure, tonality, dynamics, melody, harmony and key musical points of interest.

 

Rehearse one solo piece and one ensemble piece for performance maintaining a practice log setting specific targets which are SMART at Grade 5 standard.

Spring Term

 

 

Complete written and listening tasks within the Beatles listening work pack depending on Monday or Wednesday theory group.

 

Purple revision book read pages 109-149, specific pages given per lesson with listening task from the book to answer with exam style question. Attempt some of the questions.

 

 

Complete written and listening tasks within the Beatles listening work pack depending on Monday or Wednesday theory group.

 

Purple revision book read pages 109-149 9specific pages given per lesson with listening task from the book to answer with exam style question.

Answer all of the questions using some key terminology.

 

Complete written and listening tasks within the Beatles listening work pack depending on Monday or Wednesday theory group.

 

Purple revision book read pages 109-149 9specific pages given per lesson with listening task from the book to answer with exam style question.  Ensure key words are learnt, understood and used to answer subject specific questions.  Answer all questions using key terminology with 80% accuracy.

 

Complete written and listening tasks within the Beatles listening work pack depending on Monday or Wednesday theory group.

 

Purple revision book read pages 109-149 9specific pages given per lesson with listening task from the book to answer with exam style question. Ensure key words are learnt, understood and used to answer subject specific questions.  Answer all questions using key terminology with 100% accuracy.

 

Summer Term

 

 

Purple revision book, read pages 150-166, specific pages given per lesson with listening task from the book to answer with exam style question.  Attempt some of the questions.

 

 

Composition – plan and refine work maintaining a composition log.

 

 

Performance – select and rehearse one solo performance piece which is challenging in preparation for solo performance examination in December. Grade 2 standard.

Purple revision book, read pages 150-166, specific pages given per lesson with listening task from the book to answer with exam style question.  Answer all of the questions using some key terminology.

 

Composition – plan and refine work maintaining a composition log.

 

 

Performance – select and rehearse one solo performance piece which is challenging in preparation for solo performance examination in December. Grade 3 standard.

Purple revision book, read pages 150-166, specific pages given per lesson with listening task from the book to answer with exam style question.  Answer all questions using key terminology with 80% accuracy.

 

Composition – plan and refine work maintaining a composition log.

 

 

Performance – select and rehearse one solo performance piece which is challenging in preparation for solo performance examination in December. Grade 4 standard.

Purple revision book, read pages 150-166, specific pages given per lesson with listening task from the book to answer with exam style question.  Answer all questions using key terminology with 100% accuracy.

 

Composition – plan and refine work maintaining a composition log.

 

 

Performance – select and rehearse one solo performance piece which is challenging in preparation for solo performance examination in December. Grade 5 standard.

 

Year Eleven GCSE Music

 

Beginning

Developing

Secure

Excellence

Term 3

Go through your list of key words for the course and check that you understand the meanings you have been given for each one. Ask your teacher if there are any you do not understand.

 

 

 

Plan the structure of your controlled assessment piece ensuring it is linked appropriately to the strand of Western Music Tradition.

 

 

 

 

Go through your list of key words for the course and use them to analyse three pieces of music within the revision question book.

 

 

 

 

 

Plan the structure of your controlled assessment piece and consider how you could use a contrapuntal melody or waltz harmony to work within your piece.

 

 

 

 

 

Go through your list of key words for the course, analyse six pieces of music looking at the texture, tonality, timbre, instrumentation and structure of the music.

 

 

 

 

Plan the structure, harmony and texture of your piece ensuring it is linked to the Western Music Tradition.  Work through your work pack for supporting ideas.

Go through your list of key words for the course, analyse six pieces of music looking at the texture, tonality, timbre, structure, instrumentation, melody and dynamic contrasts and suggest where the pieces of music may have been performed.

 

Plan and create your composition working through the work pack ensuring you have a melody with harmony in either instruments as chords or with a counter harmonic melody.  You must be able to discuss how your composition links to the Western Strand.

 

 

 

 

 

Term 4

Listen to examples of orchestral music on the radio or via a music streaming service. Identify the orchestral families you hear playing.

 

 

Use your GSCE revision books to revise attempting to answer some of the questions.

Listen to examples of orchestral music on the radio or via a music streaming service. Identify the names of as many instruments as you can hear playing and the families that they belong to.

 

Use your GCSE revision books to revise attempting to answer most of the questions.

Listen to examples of orchestral music on the radio or via a music streaming service. Focus on one particular instrument and describe what it is playing.

 

 

Use your GCSE revision books to revise attempting to answer all of the questions accurately using keywords.

Listen to examples of orchestral music on the radio or via a music streaming service. Comment on the tonality of the music and identify the cadences used.

 

 

Use your GCSE revision books to revise attempting to answer all of the questions accurately using keywords and answering the exam style questions in the white revision book alongside the purple one.

Term 5

Use your GCSE revision books to revise attempting most of the questions.

 

 

 

 

Use your GCSE revision books to revise attempting all of the questions using keywords and attending revision sessions.

Use your GCSE revision books to revise attempting all of the questions using keywords and attending revision sessions answering exam style questions.

 

Use your GCSE revision books to revise answering all of the questions accurately using subject specific language answering longer style exam questions comparing two pieces of music worth eight marks accurately.

 

BTec Level Three Music Performance

 

Beginning

Developing

Secure

Excellence

Winter Term

 

 

Maintain lesson logs which identify what you have done in lessons.

 

Select 20 minute repertoire as a soloist musician and rehearse your pieces.

 

 

 

 

Create five 30 second tracks for 2 movie genres, a picture, a comedy and game and compose a piece for each.

Maintain lesson logs which identify what you have done in lessons and highlights what has gone well and what you needed to improve.

 

Select 20 minute repetoire as a soloist musician, rehearse your pieces ensuring there is contrast and evidence of musicality.

 

Select three of your 30 seconds and develop them to 2 minutes each.  You should competently compose pieces which are musically sound and fit the scenario.

Maintain lesson logs which identify what you have done in lessons, highlights what has gone well and what needs to improve and how you are going to improve.

 

Select a 20 minute repertoire as a soloist musician, rehearse your pieces demonstrating musicality and musical flair.

Select three of your 30 seconds and develop them to 2 minutes each.  You should competently compose pieces which are musically sound and fit the scenario.  You should ensure you have a clear structure and use a variety of riffs, hooks, motifs and instruments.

 

Maintain lesson logs which identify what you have done in lessons, highlights what as gone well with improvements and evidence of techniques used to improve.

 

Select a 20 minute repertoire as a soloist musician, rehearse your pieces demonstrating musicality musical flair, and artistic interpretation.

Select two of your 30 seconds and develop them to 3 1/2 minute compositions each.  You should competently compose pieces which are musically sound and fit the scenario.  You should ensure you have a clear structure and use a variety of riffs, hooks, motifs and instruments. You should use a computer to help you use different sounding instruments and create different atmospheres.

Spring Term

 

 

Explain the elements of

musical ensembles.  Perform as a musical ensemble with minor errors

that do not detract from the

Performance.

 

Write an evaluation of the rehearsal process for all performances and reflect on how specific techniques impacted on the final performance.

 

 

 

Illustrate the elements of

musical ensembles.  Perform as a musical ensemble with minor errors

that do not detract from the

Performance.

 

Write an evaluation of the rehearsal process for all performances and comment on the techniques used to improve the quality of performance and the impact this had on the overall event.

 

 

Analyse the elements of

musical ensembles. Perform as a musical ensemble competently.

 

 

 

Write an evaluation of the rehearsal process for all performances and comment on the techniques used to improve the quality of performance and the impact this had on the overall event.  What would you do differently next time if you had to?

analyse the elements of

musical ensembles, giving musical examples and references.  Perform as a musical ensemble competently with musical skill and artistic flair.

 

Write an evaluation of the rehearsal process for all performances and comment on the techniques used to improve the quality of performance and the impact this had on the overall event.  What feedback were you given and how did this impact on your rehearsal process leading to the final event?

Learners also have individual tasks to complete as independent learning depending on which units they are covering within their teaching timetable.